COMENIUS REGIO PROJECT GROUP MEETING IN VASTERAS, SWEDEN 3-7 October 2009 EvaluationReport
Good Practice and Ideas Identified
What have you learnt about Swedish schools? How the primary/secondary one-site system works. The theme based curriculum ‘Relaxed” culture to learning – child led ownership Very flat structure – teachers – headteacher. Structure of teaching teams – cross curricular by cohort. No real maths specialists. Little support for teachers. No real accountability as regards standards of lessons being delivered. Text book reliant lessons. -Very open to improvement - Teachers teach a wide range of subjects. -Lack of management structure within school -Question is this an opportunity to promote greater distributive leadership -Curriculum much more flexible -Little classroom accountability re effective practice Focus on the learner as a whole Verbal assessment lessons How different the school management structure is. I think they will find it easier to be cross-curricular. We will find it easier than them to use active learning techniques. Relaxed atmosphere; good relationships; pupils play leading role Teachers at secondary levels re not so specialised and have to teach more than one subject. Very interested in themed teaching at Rönnbyskolan – showed excellent integration of subjects as well as where they can attain goals. That they are same as us but different! That the Project will work and fit both Partners
Points of commonality? Attainment targets (goals) OFSTED!! (an external inspection system) Class sizes Teacher expectations Motivation of some students – mainly lower ability. -Issues – time for pre/practical work/high workload -Enquiry based learning -Common goals – creativity/value of dialogue in the classroom Shared focus on developing problem solving/functional maths skills Text books similar Students display similar behaviours Work Experience Business involvement
What did you gain from the presentations? A better understanding of what everyone else does and how they fit into the project I was pleased with the positive feedback about our maths presentation. I felt we had already started to challenge the view that maths is boring and take-up is low. -Very strong link between employment - education -Similar approaches being used. It was great to see what else is going on in country – all these people on my doorstep and I never even knew it Finding out what is happening in Gloucestershire. Also in Sweden – although more school-based presentations done on site. Reminder of ongoing discussion with local maths community of how maths contributes to the bigger picture Wide range of learning and information They were excellent to show skills and areas of expertise of individual group members. A lot!
How were the students involved in your school visit? I taught a maths lesson to grade 6 Swedish students – interactive. Reluctant at first but very quickly adapted to my style of teaching and eager to participate – ‘pick me, pick me!’ They were very friendly, approachable and keen to know who we were – and talk English. Lots of opportunity for discussion with them They were very happy to talk with us in class and speak to us in the corridors.
What would you like to explore in the future? Teacher exchange ideas Cross curricular work Problem solving skills -Assessment model -Pupil tracking and intervention -CPD available to classroom teacher -Comparability of standards/achievement -Accountability measures within Swedish system (Univ Glos) Trainee teachers working with Gloucestershire pupils involved in the project at Deer Park (and possibly Thomas Keble School). Liaison with Steve Lomax and Alex Fleming and Univ Glos Subject Leaders in Maths and Science. Pupils promoting STEM How we can take more lessons into outdoor spaces Managing Employer links Preparation and post activities for Wiki Enterprise Activities
What would you like to present to Swedish visitors when they visit Glos? Examples of student work possibly in ICT format of ease of return back to Sweden. My school (Wyedean) – Leadership structure -Department leadership and management -QCA Exam Board specifications, schemes of work, lesson planning by teachers - lessons enquiry based The UK Maths classroom – indeed many UK colleagues may also enjoy this -(Science) Exam Group Network meeting 23/02/09 -Science & APP development of How Science Works -Lesson observation visits to a variety of schools Maths workshops to maintain focus on discussions about quality of provision 20 – 25 February means University Prof Prep is not possible. Visitors welcome to visit the University to talk to Course Leaders. Will co-ordinate visits to other secondary schools if required. Visit to Wilderness Centre with some activities (FEBP) Enterprise Activities
How would you involve the students? And which students would you involve? Agreed with Swedish partners to involve:
Current Year 6 class for climate change project
Current Year 5 class for Year 2 of Comenius Reg & project for sustainable development/eco project
(Bussage) Lesson observation. Year 9 mid-ability C/D borderline (Wyedean) Y8 high ability group. Involved through - designing logo - introductions to Swedish pupils - tackling Maths/Science problem solving tasks (Deer Park) Students could help with Wilderness Centre activities at February meeting.
What thoughts have been triggered in your mind as a direct result of this visit?
Use of Wiki for exchange of information
Getting other organisations on board
-Opportunities for cross curricular work Remembered how much I love my job! Contextual learning opportunities ‘School maths’ versus ‘maths’ Opportunities for students to communicate with an international audience Ensure depth of understanding in a creative curriculum It will be hard for secondary school teachers to integrate subjects – but hopefully it will happen. Need for talking about cross-curricular work in University sessions for trainee teachers. 100’s – will take some time to sort out
What do you think you and your organisation can contribute to the likely outcomes of this project? Stronger links with all current stakeholders Children engaged with a ‘creative’ approach to the curriculum. Possible stronger and positive attitudes using applying science and maths skills Schools are a vital component of this project. Much good practice can be seen at Wyedean School (Deer Park) Our students will be the tool for many different parts of the project Development of maths activities with Gloucestershire schools – and with Helena -Development of questionnaire -Monitoring and evaluation -Helping colleagues to be open minded and reflect on experiences -Job shadowing to show nature of support we provide to schools. (Wilderness) The opportunity for teachers to see another way of working/another resource. (FEBP) A lot - along with ???
What was the highlight for you on this visit to Sweden? Realising that a creative themed approach is ‘do-able’ in our school Ideas from Hans Persson – Inspirational! Networking with groups on trip (using these for future ideas) Teaching my lesson to Swedish students. -Visiting the schools and meeting the staff Visiting schools and meeting Swedish pupils and teachers Involvement in lessons @Lindboskolan Cultural visit and meal together Tuesday evening Visits to Swedish schools The final evening Visit to the Nature Centre The last evening – not only because of the food! But it showed me that we have started to form a great team.
Potential Difficulties: Areas of Conflict The project appears more targeted towards secondary schools. Encouraging mid ability students to learn Swedish! Time; Capacity -Time – linked schools starting from very different points. Science colleague, not identified in UK school. Science may not have same emphasis. Clearly focused aims. The project feels like it might become unmanageable. Need to get busy Subject Leaders for PGCE on board when they are already very pressured. I think there is an enormous will and that the potential difficulties will be small. There may be conflicts once the Maths teachers start planning with their Science colleagues?? Practical Difficulties Child safety issues via wiki Curriculum restraints Time; Other priorities Lack of supply cover. Everything else can be overcome. Issues and problems with your partner organisation Linking same theme to fit their curriculum Any other comments: Longer in schools? Thank you!
Any further comments: Longer stay in possible inclusion of seeing other institutions involved in Project. 1. Important to have sharp focus. I think there is a danger that we could have too many partners. 2. Would like to review how different elements fit together. To what degree will they be complementary? 3. Theme very broad will be difficult to measure impact. Linking work with pupil outcomes. 4. Will survey of pupil attitudes be compelling enough? It’s been an excellent visit. Lots has been learnt and I think the potential for something special to come out of this is enormous. A great trip – I found it extremely valuable.
COMENIUS REGIO PROJECT GROUP MEETING IN VASTERAS, SWEDEN
3-7 October 2009
Evaluation Report
How the primary/secondary one-site system works.
The theme based curriculum
‘Relaxed” culture to learning – child led ownership
Very flat structure – teachers – headteacher. Structure of teaching teams – cross curricular by cohort. No real maths specialists. Little support for teachers. No real accountability as regards standards of lessons being delivered. Text book reliant lessons.
-Very open to improvement
- Teachers teach a wide range of subjects.
-Lack of management structure within school
-Question is this an opportunity to promote greater distributive leadership
-Curriculum much more flexible
-Little classroom accountability re effective practice
Focus on the learner as a whole
Verbal assessment lessons
How different the school management structure is. I think they will find it easier to be cross-curricular. We will find it easier than them to use active learning techniques.
Relaxed atmosphere; good relationships; pupils play leading role
Teachers at secondary levels re not so specialised and have to teach more than one subject. Very interested in themed teaching at Rönnbyskolan – showed excellent integration of subjects as well as where they can attain goals.
That they are same as us but different!
That the Project will work and fit both Partners
Attainment targets (goals)
OFSTED!! (an external inspection system)
Class sizes
Teacher expectations
Motivation of some students – mainly lower ability.
-Issues – time for pre/practical work/high workload
-Enquiry based learning
-Common goals – creativity/value of dialogue in the classroom
Shared focus on developing problem solving/functional maths skills
Text books similar
Students display similar behaviours
Work Experience
Business involvement
A better understanding of what everyone else does and how they fit into the project
I was pleased with the positive feedback about our maths presentation. I felt we had already started to challenge the view that maths is boring and take-up is low.
-Very strong link between employment - education
-Similar approaches being used.
It was great to see what else is going on in country – all these people on my doorstep and I never even knew it
Finding out what is happening in Gloucestershire. Also in Sweden – although more school-based presentations done on site.
Reminder of ongoing discussion with local maths community of how maths contributes to the bigger picture
Wide range of learning and information
They were excellent to show skills and areas of expertise of individual group members.
A lot!
I taught a maths lesson to grade 6 Swedish students – interactive. Reluctant at first but very quickly adapted to my style of teaching and eager to participate – ‘pick me, pick me!’
They were very friendly, approachable and keen to know who we were – and talk English.
Lots of opportunity for discussion with them
They were very happy to talk with us in class and speak to us in the corridors.
Teacher exchange ideas
Cross curricular work
Problem solving skills
-Assessment model
-Pupil tracking and intervention
-CPD available to classroom teacher
-Comparability of standards/achievement
-Accountability measures within Swedish system
(Univ Glos) Trainee teachers working with Gloucestershire pupils involved in the project at Deer Park (and possibly Thomas Keble School). Liaison with Steve Lomax and Alex Fleming and Univ Glos Subject Leaders in Maths and Science.
Pupils promoting STEM
How we can take more lessons into outdoor spaces
Managing Employer links
Preparation and post activities for Wiki
Enterprise Activities
Examples of student work possibly in ICT format of ease of return back to Sweden.
My school (Wyedean)
– Leadership structure
-Department leadership and management
-QCA Exam Board specifications, schemes of work, lesson planning by teachers - lessons enquiry based
The UK Maths classroom – indeed many UK colleagues may also enjoy this
-(Science) Exam Group Network meeting 23/02/09
-Science & APP development of How Science Works
-Lesson observation visits to a variety of schools
Maths workshops to maintain focus on discussions about quality of provision
20 – 25 February means University Prof Prep is not possible. Visitors welcome to visit the University to talk to Course Leaders. Will co-ordinate visits to other secondary schools if required.
Visit to Wilderness Centre with some activities
(FEBP) Enterprise Activities
Agreed with Swedish partners to involve:
- Current Year 6 class for climate change project
- Current Year 5 class for Year 2 of Comenius Reg & project for sustainable development/eco project
(Bussage)Lesson observation. Year 9 mid-ability C/D borderline (Wyedean)
Y8 high ability group. Involved through
- designing logo
- introductions to Swedish pupils
- tackling Maths/Science problem solving tasks (Deer Park)
Students could help with Wilderness Centre activities at February meeting.
- Use of Wiki for exchange of information
- Getting other organisations on board
-Opportunities for cross curricular workRemembered how much I love my job!
Contextual learning opportunities
‘School maths’ versus ‘maths’
Opportunities for students to communicate with an international audience
Ensure depth of understanding in a creative curriculum
It will be hard for secondary school teachers to integrate subjects – but hopefully it will happen.
Need for talking about cross-curricular work in University sessions for trainee teachers.
100’s – will take some time to sort out
Stronger links with all current stakeholders
Children engaged with a ‘creative’ approach to the curriculum.
Possible stronger and positive attitudes using applying science and maths skills
Schools are a vital component of this project.
Much good practice can be seen at Wyedean School
(Deer Park) Our students will be the tool for many different parts of the project
Development of maths activities with Gloucestershire schools – and with Helena
-Development of questionnaire
-Monitoring and evaluation
-Helping colleagues to be open minded and reflect on experiences
-Job shadowing to show nature of support we provide to schools.
(Wilderness) The opportunity for teachers to see another way of working/another resource.
(FEBP) A lot - along with ???
Realising that a creative themed approach is ‘do-able’ in our school
Ideas from Hans Persson – Inspirational!
Networking with groups on trip (using these for future ideas)
Teaching my lesson to Swedish students.
-Visiting the schools and meeting the staff
Visiting schools and meeting Swedish pupils and teachers
Involvement in lessons @Lindboskolan
Cultural visit and meal together Tuesday evening
Visits to Swedish schools
The final evening
Visit to the Nature Centre
The last evening – not only because of the food! But it showed me that we have started to form a great team.
Areas of Conflict
The project appears more targeted towards secondary schools.
Encouraging mid ability students to learn Swedish!
Time; Capacity
-Time – linked schools starting from very different points. Science colleague, not identified in UK school. Science may not have same emphasis.
Clearly focused aims. The project feels like it might become unmanageable.
Need to get busy Subject Leaders for PGCE on board when they are already very pressured.
I think there is an enormous will and that the potential difficulties will be small. There may be conflicts once the Maths teachers start planning with their Science colleagues??
Practical Difficulties
Child safety issues via wiki
Curriculum restraints
Time; Other priorities
Lack of supply cover. Everything else can be overcome.
Issues and problems with your partner organisation
Linking same theme to fit their curriculum
Any other comments:
Longer in schools?
Thank you!
Longer stay in possible inclusion of seeing other institutions involved in Project.
1. Important to have sharp focus. I think there is a danger that we could have too many partners.
2. Would like to review how different elements fit together. To what degree will they be complementary?
3. Theme very broad will be difficult to measure impact. Linking work with pupil outcomes.
4. Will survey of pupil attitudes be compelling enough?
It’s been an excellent visit. Lots has been learnt and I think the potential for something special to come out of this is enormous.
A great trip – I found it extremely valuable.